1033 
py 1 



AM I A GOOD 
TEACHER? 



WILLIAM M. WEMETT 



THE JONES SPELLING BOOK 

By W. Franklin Jones. Head of the Department 
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CAPITAL SUPPLY COMPANY 

KducntionnI Publishers 
Pierre, S. D. 



Am I A Good Teacher? 



BY 

William M. Wemett, A. M., Ped. B. 

Supervisor of Training School and Professor 

of Methods, State Normal School, 

Valley City, N, D. 



"Oil wad some power the giftie gie us 
To see oursel's as others see us! 
It wad frae monie a blunder free us." 

— Burns. 



PUBLISHED BY 

THE CAPITAL SUPPLY COMPANY 

EDUCATIONAL PUBLISHERS 

Pierre. S. D. 






f^h 



COPYRIGHT 1915, CAPITAL SUPPLY COMPANY 



©t;i:A41()53 5 

SEP 20 1915 



Table of Contents 



Page 

My Character 5 

My disposition 6 

My Personal Appearance 7 

M.\- Health 7 

My Pnofess'ional S'pirit 8 

My Scholarship 9 

My Knowledge of Children 10^ 

My Profession.al Training- 11'''^ 

My Responsibility 12 

My H-abits of Eft'iciency 13 

My Business Ability 13 

My Patience 14 

My Growth 15 

My Tact 15 

My English 16 

My Conversation 17 

Mv Correspondence IS 

My Politics IS 

My Religion 19 

My Influence in the Community 20 

My Leisure Time 20 

My Relation to the Superintendent 20 

My Relation to My Associates 21 

My Relation to the Parents 22 

My School Room 22 

The Health of My Pupils 23 

Character Training in My School 24 

My Management 25 

Mj' Govet. nnu nt 26 

My Discipline 27 

My Attitude Before the Class 28"'' 

My Method 28 ^ 

My Preparation of the Lesson 29 

How 1 Stud\ 30 

My Recitatio.i 31 

My Questi'Mis 32 

My Note-books SS*--" 

My Illustrative Material 33^-^ 

My Use of the Text-book 34 '" 

My Assignments 35 

My Study Periods 36 

My Reviews 36 

My Tests and Examinations 37 

Mv Library 37-^ 

My Results 38 



PREFACE. 



This little book is meant for the thous- 
ands of young people who enter the teaching 
profession every year. Its purpose is two fold: 
to give, in brief form, the untrained beginner 
an intelligent standard by which to judge of his 
own teaching ability, and to furnish both the 
trained and the untrained teacher a constant re- 
minder of the myriads of little things which vi- 
tally affect a teacher's success. 

The contents of the book are based upon the 
familiar fact that more teachers fail through 
their conduct outside of school than through a 
lack of teaching ability— hence the large pro- 
portion of space given to matters of character, 
conduct and appearance. The question form is 
used because it is more personal, and therefore, 
more effective. These pages are not meant to 
be read with pleasure, but to be thought through 
with profit. 

The writer wishes to express his thanks 
to Dr. and Mrs. Charles A. iMcMurry, of De 
Kalb, 111., for their careful reading and criticism 
of the subject matter. He is indebted also to 
Miss Minnie J. Neilson, County Superintendent of 
Barnes county, North Dakota, and to Prof. M. 
O. James, Dr. Willis G. BelJl and Miss Mary 
Gardner of the faculty of the State Normal 
School at Valley €ity for their helpful sugges- 
tions upon the purpose and plan of the book. 
W. M. WEMETT, 
Valley City, March 5, 1915. 
— 4 — 



MY CHARACTER. 

1. Do I habitually do ithings whicli I 
would not want my parents to do, or to know of 
my doing? 

2. When an attractive opportunity to do 
wrong arises, do I have to think it over and 
decide, or do I instinctively and almost auto- 
matically do what is right? 

3. Is my life, both public and private, a 
good example for my pupils? 

4. Am I more concerned about what I do, 
or about what my friends know of my doing? 

5. Do I rise above the drudgery and irri- 
tating incidents of my work? 

6. Do I know myself? Do I take advan- 
tage of my strong points and gu8,rd myself 
against my weaknesses? 

' 7. Am I fearless or merely foolhardy? 

8. Am I controlled more by the forces 
within me, or by the forces without? 

9. Do I adhere to the right and spurn the 
wrong without regard to the person involved? 

10. Am I willing to be true at the expense 
of popularity? 

11. In the last analysis, am I guided by 
principles or by policy? 

MY PERSONAIiTY. 

1. Have I a personality of my own or am 
I a reflection? 

2. Do I feel at home among people of cul- 
ture and position? 

3. Do I make myself equally at home 
among people of humble occupation and limited 
education? 

4. Do I carry the stamp of a cultured 
home, so that a stranger would recognize it af- 
ter five minutes conversation? 

5. Am I a leader or a campfoUower? 

— 5 — 



6. Do people enjoy meeting me and hav- 
ing me with them? 

7. Have I a hearty but refined sense of 
humor? 

8. Do I wear my heart upon my sleeve, 
or do I hold my deeper thoughts and feelings 
in reserve? 

9. Do I always have something worth 
while to contribute to the life of the people I 
meet? 

10- Can I dominate a situation without 
domineering over the people present? 

11. Do I know how to be frivolous upon 
occasions? 

12. Could it ever be said that I have "a 
fatty enlargement pf the ego"? 

13. Am I well balanced, or is my enthusi- 
asm for some things apt to run away with my 
judgment? 

MY DISPOSITION. 

1. Am I happy? Do I show it? Do 1 
make others so? 

2. Am I really interested in other people, 
or do my thoughts, feelings and wants revolve 
about myself? 

3. Am I open and frank with people, 
enough so that they are really acquainted with 
me and I with them? 

4. Have I the habit of saying pleasant 
things, and do I enjoy it? 

5- When there is some volunteer work to 
be done do I step forward quickly and do my 
share or do I wait in hope that someone else 
will do it? 

6. Does my mind dwell more upon my 
rights or upon my opportunities? 

7. Am I pessimistic or hopeful? Do I 
look at the doughnut or at the hole? 

— 6 — 



8. Can I look into a mud-puddle and see 
anything except the mud? 

9. Do I like to gossip? 

10. When I fail, do I complain of poor 
tools, and, when I succeed, take the credit to 
myself? 

11. Am I given to moods of depression and 
hilarity, or am I blessed with an even disposi- 
tion? 

MY PERSONAL APPEARANCE. 

1. Do I walk with confidence, energy and 
dignity? 

2. Do I often stand on one foot and lean 
against something when talking? 

3. Is my spinal column bone or gelatine? 

4. Are my shoes and hair well groomed? 

5. Are my teeth and finger nails clean? 

6. Is my linen clean? Are my clothes well 
pressed? 

7. Do I chew gum, giggle and use per- 
fume freely? 

8. Do my clothes display the latest styles, 
or reflect the best taste? 

9. Do my clothes tone down my peculiar- 
ities of person or exaggerate them? 

10. Which would a stranger notice first, 
me or my clothes? 

MY HEALTH. 

1. Have I any physical deformities which 
render my constant appearance before small 
children undesirable for the children? 

2. Have I vitality enough to do my work 
with ease and to spare, or am I tired out by my 
day's work? 

3. Have I a full allowance of human ener- 
gy and vitality? If not, why not? 

4. Am I out of school frequently? Do 



T cut corners in my work because of poor health 
or lack of strength? 

5. Am I so nervous as to be easily irri- 
tated by the children? 

6. Have I any contageous or infectious 
diseases such as tuberculosis or eczema which 
makes my presence dangerous to the children? 

7. Have I any chronic difficulties such as 
epilepsy, hysteria or frequent fainting spells 
which are likely to cause disturbing accidents 
jn the school room? 

>IY PROFESSIONAL SPIRIT. 

1. What is my motive in being a teacher? 

2. Do my characteristics fit me for teach- 
ing, or for some other walk of life? 

3. Is teaching my profession, or my oc- 
cupation? 

4. Have I taken up teaching permanently, 
or just while I am waiting? 

5. Do I attend and take part in educa- 
tional associations and teacher's institutes, or 
try to dodge them? 

6. Do I seize every opportunity to become 
acquainted with the leading educators of the 
state, their institutions and their work? 

7. Am I familiar with the educational 
system and school laws of the state? 

8. Do I really like to work or do I look 
forward to Friday nights and holidays? 

9. Do I figure out how I can get more 
salary or how I can be more valuable to the 
school? 

10. Do I take one or more professional 
magazines? 

11. Do I keep posted on current educa- 
tional problems and methods? 

12. Do I possess a small professional li- 
brary? Do I use it and add to it from time to 
time? 



13- In my professional reading, do I dis- 
tinguish between sound pedagogy and profes- 
sional twaddle? 

14. Do I study the needs of my school 
carefully? 

15. Do I know my work as an engineer 
knows his engine? 

16. Am I so wrapped up in my line of work 
that I cannot recognize the equal value of my 
neighbors? 

17. Do I look upon teaching as a life sen- 
tence, or as a life of service? 

MY SCHOLARSHIP. 

1. Do I keep just ahead of the class in 
my knowledge of the subject, or have I a broad 
and deep fund of information to draw from? 

2. Do I know enough about the subjects 
I am teaching so I can produce good illustra- 
tions on a moment's notice? 

3. Do I know my subject well enough to 
see the relation between today's lesson and 
the whole subject, and the relation between 
this subject and other subjects? 

4- Do I keep broadening my knowledge 
of the subject by continued study? 

5. Do I keep studying more and more 
into the physical and mental nature of children? 

6. Do I ever have to lean upon the text- 
book during a recitation or ask the class to look 
up for to-morrow something I do not know to- 
day? 

7. Is my scholarship manifest in my con- 
versation, my letters and my manners? 

8. Is my scholarship large enough so 
people can notice it without my flirting it in 
their faces? 

9. Is my scholarship worthy of my pu- 
pils' admiration? Should it be? 

10. Is there a large gap between what I 
know and what I think I know? 

— 9 — 



11, Do I know any one subject with un- 
usual thoroughness? 

12. How much of my knowledge is first 
hand, from the sources? 

13- Does what I know burden me, and 
others? 

14. What percentage of my knowledge can 
I use? 

15. Is my information up-to-date or rath- 
er threadbare? 

16. Does what I know ever stand in the 
way of my knowing more? 

17. Is my knowledge of things! definite 
enough so I can put my finger upon figures, 
names and places, or is it somewhat uncertain 
and vague? 

>fY KNOWLEDGE OF CHILDREN. 

1. Do I understand my pupils as well as 
I do the subject I am teaching them? Does 
good teaching require this? 

2. Do I constantly and carefully study 
the nature, disposition, habits, likes and dis- 
likes of my pupils? 

3. Can I intelligently judge of the educa- 
tional value of material, books, pictures, songs, 
etc.. without an intelligent knowledge of child 
nature? 

4. Can I intelligently adjust my teach- 
ing to each child? 

5. Do I take advantage of the pride, am- 
bition, curiosity, pugnacity, sense of duty, sense 
of ownership, likes and dislikes of each child to 
make him enjoy his work and do his best? 

6. Do I try to treat all children alike 
when I know they are different? 

7. Do I consider the peculiarities of each 
child in disciplining him. 

8. Do I know how my pupils live, how 
they are fed, what they do outside of school, 

—10— 



and know how these things affect their school 
work? 

9. Do I take advantage of the child's 
peculiarities of disposition in correcting his 
habits and in improving his character? 

10. Do I realize the extreme importance 
to the child of good food, good rest and fresh 
air, and the duty of the teacher in these matters? 

11. Do I take advantage of the compelling 
force of imitation in small children, and keep 
before them the good, the beautiful, the noble, 
and keep from them all that is unworthy of imi- 
tation? 

12 Should a child's activity be repressed 
or directed? 

13. Do 1 ever talk to parents about the 
importance of the period of adolescence in the 
normal development of their child? 

14, Do I realize that love is the greatest 
factor in the education of a child? Which of 
my pupils need it most? 

MY PROFESSIONAL TRAINING. 

1. Have I had a normal school training 
or a similar opportunity to have my teaching 
ability examined and criticised by those who 
know good teaching? 

2- Do I make a study of the science of 
teaching and keep up-to-date in it, or do I fol- 
low those who believe that such a science either 
does not exist or is unnecessary? 

3. Am I getting my professional training 
at the expense of the children rather than spend 
the time and money attending a professional 
school? 

4. How much of the following items have 
been well provided for in my professional train- 
ing? (1) Psychology and Child Study. (2) 
Methods of Teaching. (3) School Manage- 
ment. (4) History and Philosophy of Educa- 

— 11— 



tion. (5) Practice teaching under competent 
supervision. Am I well trained for teaching 
without a mastery of all of these subjects? 

5. Will a college education, mature years, 
good common sense and enthusiasm fit a person 
for teaching without professional study and 
training? 

6. How many books on teaching are there 
in my library? How many of them have I 
studied? How far do they influence my teach- 
ing. 

7. Have I a correct standard of what 
good teaching is? How do I know that it is 
correct? 

8. Where did I get my standard of teach- 
ing, from good teachers, from the best profes- 
sional books, or from a school board which it- 
self had no correct standard, and from my 
imagination? 

9. Is experience sufficient training for a 
teacher? Is it possible that untrained ex- 
perience might prevent one from ever becom- 
ing a good teacher? 

MY RESPONSIBILITY. 

1. Do I realize that all other good quali- 
ties cannot make a good teacher, if responsi- 
bility is lacking? 

2. Am I man enough, or woman enough, 
to carry a great trust? 

3. Am I usually to be relied upon, or 
always? 

4. Is my word as good as the deed, and 
accepted as such by those who know me? 

5. Do I feel an impelling moral obliga- 
tion to meet appointments, no matter how 
trivial or with whom they are made, meet them 
on time, and offer no excuses? 

6. Have I read Elbert Hubbard's "A Mes- 
sage to Garcia"? Am I a Roman? 

—12— 



7. Do I realize that responsibility is the 
outgrowth of long and persistent effort, and is 
not to drop down upon me all at once? 

8. Do I develop responsibility in the chil- 
dren by giving them responsibility and throw- 
ing them upon their own resources, or merely 
by telling them that they must develop it? 

MY HABITS OF EFFICIENCY. 

1. Do I start things which I never finish? 

2. Am I always on time? 

3. Do I keep appointments promptly? 
4 Do I meet every occasion prepared? 

5. Do I waste time? 

6. Do I putter? 

7. Do I neglect things? 

8. Do I fret and worry? 

9. Do I try to do too much? 

10. Do I try to do more than one thing at 
a time? 

11. Do I systematize my work? 

12. Have I a pla C? fO^ oTraryflijji^g? 

13. Do I organizemy time? 

14. Do I prevent others from wasting my 
time? 

15. Do I alphabetize things? 

16. Do I make use of odd moments? 

17. Do I work quickly without hurrying? 

18. How many times do I have to be told 
to do a thing? 

19. Do spurts ever make experts? Do I 
work by jerks and spasms? 

20. Can I give attention to details without 
being fussy? 

21 Have I the "prompt" habit, the "sure" 
habit, the "system" habit, the "organization" 
habit, the "careful" habit and the "think" habit? 

MY BUSINESS ABILITY. 

1. Do I make my word good at any cost? 
— 13— 



2. Do I begin every business transaction 
with a full and frank understanding of just 
what my responsibilities and duties are? 

3. Before I accept a teaching position, 
do I know whether I am expected to do the 
janitor work? 

4. Do I ever attempt to change positions 
without being honorably released? 

5. Do I pay my bills regularly? 

G. In handling money for some society 
or organization, do I keep careful account of 
their funds, and keep them entirely separate 
from my own? 

7. Do I either pay by checks or take a 
receipt? 

8- Do I keep an account book, and keep 
it carefully? 

9. Am I economical? 

10. Can I be economical without being 
"tight"? 

11. Do I weigh business matters careful- 
ly, consult with good business men, and pro- 
ceed conservatively? 

MY PATIENCE. 

1. Is it necessary to be impatient in or- 
der to make progress? 

2. Have I the sympathy with children 
which should guide my patience? 

3. Am I as patient with the children in 
my charge as I would expect a teacher to be 
with my own child? 

4. Do I sometimes compare the plodding 
child's ability with my own, instead of com- 
paring it with what mine was at his age? 

5. Do I make a sharp distinction between 
being patient and being "easy"? 

6. Is it necessary to be slow in order to 
be patient? 

—14— 



7. Do I know when patience ceases to 
be a virtue? 

8. Is my patience so prominent that it 
destroys my decision and leadership? 

9, Is it possible that what I call my pa- 
tience is only a lack of push? 

MY GROWTH. 

1. Am I more interested in teaching, 
and enjoying it more, than when I began? 

2. Am I more professional than when I 
began teaching? 

3. Do I find a monotonous routine about 
my work? If so, will not a study and appli- 
cation of new methods bring back the pleasure 
and enthusiasm of teaching? 

4. Do I feel that my salary is not being 
increased as it should be? Am I actually more 
valuable to the school than I was last year? In 
v.'hat ways? 

5. How much time out of school do I 
spend improving myself? 

6. Am I pursuing any systematic course 
of study to improve my teaching? 

7. Am I taking a more useful part in the 
life of the community than I did last year. 

8. Have I a broader acquaintance and 
more friends than I had last year? 

9. What improvements have I accom- 
plished in my school recently? 

10- Am I becoming more liberal in my 
views and more sympathetic in spirit? 

MY TACT. 

1. On approaching a person on business, 
do I express my opinion first, or ask for his? 

2. In broaching a proposition to a person, 
do I first look at it from his point of view? 

3. Am I in the habit of noticing the good 
qualities in my associates and of mentioning 

— 15— 



them occassionally. or is it a matter of criti- 
cism about which I usually speak to them? 

4. Do I tell those under my direction 
what to do, or lead them to my wishes by ask- 
ing their opinions? 

5. Do I say "Please", "Thank you," and 
"Good morning" frequently and cordially? 

6. Do I smile with my heart, or with my 
lips? 

7. Do the nice things I say smack more 
of flattery or of sincerity? 

8. Do I merely say nice things, or do 
them? 

9. Do my w^ords and my actions say the 
same thing? 

10. Am I independent, or merely blunt? 

11. Is a pound of cleverness worth as 
much as an ounce of loyalty? 

12- Would more frankness, sincerity and 
loyalty make me more tactful? 

13. Am I as respectful to other people as 
I expect them to be to me? 

MY ENGLISH. 

1. Can I read ordinary English in a force- 
ful attractive manner, or is expression largely 
lost in poor pronunciation, indistinct enuncia- 
tion and lack of emphasis? 

2. Is slang prominent in my conversa- 
tion? 

3. Am I a complete master of the usual 
errors of grammar, such as "done", "seem", 
"haint", "that there", "such like", "set", 
"haint got", etc? 

4. Can I express myself clearly and force- 
fully before an audience? 

5. Can I write a paper to be published 
or read at an educational association, and make 
it interesting, original and free from thread- 
bare platitudes? 

— 16— 



6. Can I adapt my English to the under- 
standing of small children? 

7. In speaking, do I hesitate, "hem" and 
have to grope for words? 

8. Is it probable that my associates ever 
speak of my English as being exceptionally good 
or exceptionally poor? 

9. Am I in the habit of reading a great 
deal of good English? 

•10. Before I speak or write a sentence, do 
I form in my mind exactly what I want to say? 

11. Do I try to use good English only when 
speaking to cultured people, or all the time? 

12. Do I ever allow a mistake in spelling 
to pass through my hands? 

13. In speaking, do I separate my words 
distinctly, or run them all in together? 

14. Do I open my mouth in speaking, or 
mumble through my teeth and lips? 

15. Do I speak with expression and em- 
phasis, or drag along in a monotone? 

16. Do I speak directly to the point, or 
beat around the bush? 

17. Do I stop speaking when I have finish- 
ed what I started out to say? 

MY CONVERSATION. 

1. Which is the more important thing 
in my conversation, my ideas, or my words and 
manner? 

2. Are the ideas I express my own, or the 
reflection of the opinion which is held by the 
person to whom I am speaking? 

3- Is my conversation fresh and original, 
or is it hemmed in by conventionalities and 
platitudes? 

~ 4. Do I make myself prominent in my 
conversation, or is my friend and his interest 
the chief topic? 

5. Had I rather hear myself talk, or listen 
to my friend? 

—17— 



6. In an argumentative conversation, 
do I ever win my argument and loose my 
friend's respect? 

7. Do I manifest a genuine personal in- 
terest in my friend, or is my conversation such 
that it might be directed to any one of a number 
of people? 

8. Do I meet new acquaintances half way, 
or do I expect them to do most of the getting 
acquainted? 

9. Have I formed the habit of enjoying to 
meet new people? 

10. Do I ever try to "make an impression"? 

11. Do I gush? 

12. Do I look my friend in the eye, .or 
gaze around the room while speaking to him? 

MY CORRESPONDENCE. 

1. Do I answer letters as promptly as I 
desire others to answer mine? 

2. Am I willing to have my character 
and efficiency judged from my letter? 

3. Do I take advantage of the opportuni- 
ty which correspondence offers for making and 
retaining friends? 

4. Do I use society stationery in business 
letters? 

5. Do I always use correct grammar and 
correct spelling? 

6. Is there a tone of respect in my letters? 

MY POLITICS. 

1. Can I be an active citizen without get- 
ting into politics? 

2. In my mind, are princi|ples greater 
than policies and men larger than parties? 

3. Should I do what is right, or what is 
consistent? 

4. I grant freedom of thought and of 
speech to those who agree with me. What 
about the others? 

—18— 



5. Did I inherit my political belief, or 
acquire it by study of men and conditions? 

6. Do I believe in the cure of public evils, 
or in their prevention? 

7. Do I read the papers which are on 
my side, on the other side, or on neither side? 
Do I read any paper? 

S. Is there a right place and a wrong 
place for me to discuss political questions? 

9. Can I throw mud without getting my 
hands dirty? 

10. Should I stay out of a bad situation, or 
get into it and improve it? 

11. Can I talk intelligently about the lo- 
cal, state and national political situation? 

MY RELIGION. 

1. Do I do a man's work, or a woman's 
work, in some church organization? 

2. Is my religion of such a nature that 
I feel a clash between it and my school duties? 

3. Do I bring up questions of creed and 
belief in my class discussions? 

4. Do I make my religious ideas known 
by talking them, or by living them? 

5. Am I willing to deprive myself of some 
pleasures, which I believe are entirely right, in 
order to retain the confidence of those who do 
not believe in them, and in order to retain the 
influence of my example with the children who 
have been taught to believe such things wrong? 

6. Do I take an active and willing part 
in the movements which make the community 
better? 

7. Do I keep my mind open to new con- 
victions, or do I judge things according to what 
I have always thought to be right? 

8. Do my attitude and example help to 
strengthen or to weaken the religion of my pu- 
pils? 

— 19— 



MY INFLUENCE IN THE COMMUNITY. 

1. Am I a lifter, or a leaner? Do T 
push, or ride and drag my feet? 

2. What kind of a town would this town 
be if every person were just like me? 

3. Do I send thoughts into the world 
which do not bless, or cheer, or purify, or heal? 

4. Do I ever initiate changes in public 
opinion, or am I content to wait for someone 
else to start? 

5. What would the community lose if I 
I should move away? 

6. Do I give to the community, or get 
from it? 

7. If I should move away from the com- 
munity, would I be remembered as a school 
teacher, or as a fellow citizen and friend? 

8. Do I avoid crticism by saying nothing, 
doing nothing, and being nothing? 

MY LEISURE TIME. 

1. Is my leisure time spent entirely in 
the enjoyments of the day, or is a good share of 
it spent preparing myself for greater efficiency 
and for a better position? 

2. Do I spend my leisure time in good 
company and wholesome pleasure? 

3. Is it probable that I over-estimate the 
amount of fun I need, and under-estimate the 
quality of it? 

4. Do I take advantage of social hours 
to make friends? Do I make friends by being 
one? 

5. Is my leisure time wasted time, or is 
it made profitable in one way or another? 

6. Am I a thrifty ant, or a trifling grass- 
hopper? 

MY REALTION TO THE SUPERINTENDENT. 

1. Do I try to see things through the su- 
perintendent's eyes? 

—20— 



2. Do I boost or criticise? 
' 3. Do I go to the superintendent occa- 
sionally with words of approval and helpful 
suggestions, or only with complaints? 

4. Do I hand in reports as promptly and 
as neatly as I expect them from my pupils? 

5. Do I try to get ahead by scheming, 
toadying and currying favor? 

6. Can I be intimate and friendly witli 
the superintendent without expecting ex- 
ceptional favors in my school work? 

7. When the superintendent introduces 
a plan or policy which I am sure will not work, 
do I take it up half-heartedly in hope that it 
will fail, or do I get behind it and give it the 
very best trial possible? 

8. Do I insist upon perfect conditions and 
equipment, or do I, like the Spartan soldier, 
"add a step to my broken sword"? 

9- Do I adjust myself to the superinten- 
dent's plans, or expect him to adjust his plans 
to me? 

>IY RELATIOX TO ^TY ASSOCIATES. 

1. Am I really and whole-heartedly loy- 
al to my associates, or do I compromise and 
nod my head when talking with their enemies? 

2. When my words or actions might be 
misconstrued, do I take the trouble to explain? 

3. Do I give my associates credit for be- 
ing well trained, professional people with a 
right to their opinions? 

4. Am I too ready to think my associates 
have sinister motives? 

5. When I have reason for complaint 
against another teacher, do I take it to that 
person, or to someone else? 

6. Do I ever criticize a fellow teacher to 
another or to an outsider? 

7. Do I realize that my friend's time is 
valuable and should not be wasted? 

— 21— 



8. Is my relation with my associates one 
of getting, or of giving? 

9. Do I fit easily into the circumstances 
confronting me, or do I try to fit them to my- 
self? 

10. Am I a square peg in a round hole? 

11. Am I a good mixer? 

12. Do I stand shoulder to shoulder with 
my associates ready to give a strong pull, a 
long pull, and a pull all together? 

MY RELATION TO THE PARENTS. 

1. Am I inclined to hold myself aloof 
from the people of the community? 

2. Do I make use of programs, societies, 
parties, exhibits, etc., to get acquainted with 
the parents, and to get them interested in the 
school? 

3. Do I try to make the school-house and 
school equipment of real service in the commu- 
nity? 

4. Do I heartily co-operate in the affairs 
of the community not connected with the 
school? 

5. Do I form real friendship among the 
parents, or do I cultivate their acquaintance as 
a matter of policy? 

6. Do I go out of my way to help some 
person or to assist in some enterprise? 

7. Do I get tied up in too many things 
and thus dissipate my energy? 

8. Do I clique with the other teachers, 
or with some friends in town, or with nobody? 

9. If I should leave the community would 
I be greatly missed? By whom? Why? 

MY SCHOOL ROOM. 

1. Is my room well lighted, well venti- 
lated, and clean? 

—22— 



2. Am I willing to be judged by the ap- 
pearance of my room? 

3. Do I enter my room with a feeling of 
pride, or am I indifferent to it? 

4. Have I reached the limit of my ingenu- 
ity to make my room attractive with plants, 
pictures and otlier decorations, or do I excuse 
myself with the fact that the school board fur- 
nishes no money for that purpose? 

5. Have I formed in my pupils the habit 
of keeping the desk and floor free from paper, 
pencil-sharpenings, etc.? 

6. Is my own desk a good example for 
the children to follow? 

7. Is my room bare or cluttered? Is every 
space used to the most efficient advantage? 

8. Am I ready for visitors all the time? 

THE HEALTH OF MY PUPILS. 

1. Are my pupils examined physically at 
least once a year? If not find a local physician 
who will examine their eyes, nose, throat and 
teeth at little or no cost. 

2. If I teach in a rural school, can I not 
find means to provide a little medicine cabinet 
containing some simple remedies, such as 
witch-hazel, dioxigen, argyrol, absorbent cot- 
ton and bandages? 

3. Do I talk with my pupils occasionally 
about- colds, contageous diseases, bathing, cloth- 
ing, deep breathing, care of the teeth, and 
wholesome food? 

4. When the health of a child is being 
neglected; if he is not bathed, if his lunch is 
not usually wholesome, or if his teeth need 
attention, do I talk the matter over tactifully 
with his parents and try to secure a correc- 
tion? 

5. Do I try to find out the home condi- 
tions surrounding each child and look after his 
health accordingly? 

— 23— 



6. Am I able to recognize the symptoms 
of the more common contageous diseases? Do 
I look for them every day among my pupils? 

7. Is it possible and practicable to furn- 
ish each child something hot, such as cocoa 
or soup, with his lunch, during the winter 
months? 

8. Is my room well ventilated and 
thoroughly aired as often as necessary? 

9. Are my pupils so seated that no child 
is at a disadvantage relative to sitting posture, 
sight and hearing? 

CHARACTER TRAINING IN MY SCHOOL. 

1. Should my pupils get character train- 
ing from what they learn, or from what they 
do? 

2. Is character building important enough 
to have a regular period at least once a week? 

3. Do I have a regular time every day, 
or every week, when I have a heart to heart 
talk with my pupils upon such topics as self- 
control, politeness, generosity, fair-play, etc., 
or are the children expected to pick up a good 
character where they can from the regular 
school work? 

4. Do I expect children to make mistakes 
in their character training, just the same .as in 
their arithmetic and grammar, and correct these 
mistakes as carefully, or do I expect them to 
come to school with well trained characters, 
and regard violations as personal affronts to 
me? 

5. Do I actively encourage home reading 
of good books? Have I any plan of keeping 
good books circulating among the pupils for 
home reading? 

6. Do I look after the children as far 
as possible outside of school hours, or do I 
allow my teachings to be counteracted by un- 

— 24— 



healthy and immoral influences in the home 
and on the street? 

7. Are my pupils trained to do their best 
in all of their school activities, or do I accept 
work as being "good enough?" Has this cus- 
tom a great influence upon character? 

8. Do I deal strictly with a child's ten- 
dency to cheat or to deceive? 

9- Is personal responsibility required of 
each child? 

10. Do my pupils memorize poems and 
quotations of a high moral tone? Are they 
asked to measure their own acts by these 
standards? 

11. Do I habitually weigh the little events 
of the school day in the moral scale, or am I 
somewhat careless of the moral significance of 
these small things in the child's life? 

12. Is there a class spirit, class morale 
and class patriotism in my school? 

13. At the close of the term, have I ac- 
complished a degree of character development 
in each child as noticeable as his development 
in mental ability? 

MY MANAGEMENT. 

1. Do I know before going to school in 
the morning just what I am going to do every 
minute of the day? 

2. Is there a uniformity in the details 
of my class management which is carefully 
carried out? 

3. Do the pupils rise when reciting? 

4. Do they secure recognition by the 
raised hand before speaking? 

5. Is there a regular and orderly way of 
passing to and from the recitation seats? 

6. Is there a uniform way of writing and 
of handing in written work? 

7. Is the black-board work uniform, neat 
and carefully erased? 

— 25— 



8. Do the pupils have regular recitation 
seats, or do they sit where they wish? 

9. Do the pupils stand erect and free 
from the seat when reciting? 

10. Is there a uniform way of holding 
the text-book when the pupil is reading or ex- 
plaining a problem? 

11. When a pupil cannot answer a ques- 
tion, does he rise and say so, or does he merely 
remain quiet? 

MY GOVERNMENT. 

1. Do my pupils look to me as the con- 
trolling influence, or are they expected to con- 
trol themselves? 

2. Do I always control myself? 

3. Do I make the rules, or do I talk mat- 
ters over with the pupils and let the rules 
come as a matter of common desire and con- 
sent? 

4. In governing, do I realize that each 
pupil has a personality and a will of his own? 

5. Do I sometimes make a rule and for- 
get to enforce it? 

6. Do I play and laugh and enjoy things 
with my pupils? 

7. Do my pupils have a share in select- 
ing pictures, etc., for the school room, in man- 
aging entertainments, parties, etc.? 

8- Do I give my pupils as much respect 
as I expect from them? 

9. Are they respectful in thought and 
action as well as in word? 

10. Do I make self-control in my pupils 
as much a matter of education as arithmetic 
and history? 

11. Do I appreciate the power of the all- 
seeing eye? 

12. Do I keep saying, "Don't do that," 
and "You mustn't do that," or do I instantly 
put the offender to work at something? 

— 26— 



13. Is there ever poor order where there 
is good teaching? 

14. Do I ever threaten, and neglect to 
carry out my threat? 

15. When I find myself mistaken, do I 
acknowledge it fully and frankly at the first 
opportunity? 

MY DISCIPLINE. 

1. Do I use corporal punishment for 
quite a number of offenses, or only as a last 
resort? 

2. Do I depend for success in discipline 
upon the severity of the punishment or upon 
the certainty of it? 

3. Do I ever punish a child when he does 
not understand what it is for? 

4. Do I ever punish the wrong child, or 
punish the whole school for the fault of a 
few? 

5. Do I allow my personal likes and dis- 
likes, or my relation to the parents, to enter 
into my discipline? 

6. Do I ever punish a child in anger? 

7. Are the methods and severity of my 
discipline entirely justified on the grounds that 
the purpose of punishment is to correct the ^ 
child? 

8. Is the offense or the offender the object 
of my punishment? 

9. Do I scold too much? 

10. Do I discipline the first case which 
arises, or do I let the matter run until it gets 
worse and involves more children? 

11. Do I discipline by spells, or all the 
time? 

12. Does my discipline lead directly to the 
main purpose of making the child self-controll- 
ing? 

—27— 



MY ATTITUDE BEFORE THE CLASS. 

1. Do I stand or sit during the recita- 
tion? 

2. Does my presence have a happy or a 
depressing effect upon the pupils? 

3. Am I at ease, or nervous and self- 
conscious? 

4. Is my presence an inspiration to the 
class? 

5. Am I graceful, quiet and orderly in 
my movements, or is there room for improve- 
ment? 

6. Is my voice loud or pitched high, or in 
any way irritating? Has it force and decision? 

7. Am I inclined to be too diffident," re- 
tiring, weak-voiced, or indecisive? 

8. Are my pupils more alert than I am? 
Do they often evade my sight and hearing? 

9. Can I be firm without being unkind? 

10. Do I fuss around like an old hen with 
chickens? 

11. Do I assume an air of superiority? 

12. Can I be a child with the others and 
enter into their play and work with real en- 
thusiasm? 

MY METHOD. 

1. Do I take my cue from the child's 
needs, ability and interests? 

2. What is the most prominent thing in 
my recitation, the textbook, myself, or the 
class? 

3. Do I talk too much, and thus deprive 
the pupils of the right of self development? 

4. Do I do anything for a child which 
he can do for himself? 

5. Do I lay more emphasis upon the sub- 
ject I am teaching, or upon cultivating good 
habits in the children? 

—28— 



6- Do I keep high ideals constantly be- 
fore the children? 

7. Do I use an abundance of oral illus- 
trations, objects, pictures, maps, diagrams, 
etc., in order to create vivid mental pictures of 
the thing or situation studied? 

8. Do I apply the class work in a prac- 
tical way to the every day work and needs of 
the children? 

9. Am I acquainted with the peculiar na- 
ture of each individual child, or do I know 
him only as a member of a class? 

10. Does my class study a large number 
of examples, battles, people and facts, or do 
we select typical individuals and study them 
thoroughly? 

11. Do I use subject matter as an end, 
or as a tool? 

12. Do I teach the children how to study 
and fix the study habit upon them? 

13. Can I get down to the child's level, 
think as he thinks and talk as he talks? 

14. Do I take advantage of play as an edu- 
cative influence? 

15. Do I realize that the pupils can ac- 
quire new knowledge only through what they 
already know, and hence all new knowledge 
must be related to the old? 

16. Do I find out how much the chil- 
dren know about a topic before I begin teach- 
ing it? 

MY PREPARATION OF THE LESSON. 

1. Do I have a regular time for the pre- 
paration of tomorrow's work, and make this 
duty of first importance? 

2. Do I make my preparation adequate, 
or more than adequate? 

3. Do I plan each day to do satisfactory 
work, or to do my best? 

4. Do I plan each day to give my class 

— 29— 



something new, interesting and of variety, or do 
i give them some more of the same? 

5. After mastering the assigned material 
in the text-book, do I study "around" my sub- 
ject in more scholarly works? 

6. Do I keep just ahead of the class, or 
have I a mastery of the whole subject? 

7. Do I forego daily preparation "because 
I have been over the subject before"? 

8. Is my daily preparation a burden, or 
a pleasure? 

9. Do I always search the lesson for an 
opportunity to use objects, pictures or other 
illustrative material in the recitation? 

10. Do I sometimes depend upon inspira- 
tion to make up for lack of preparation? 

11. Do I always go to a recitation know- 
ing just (1) What I am going to do. (2) 
Why I am going to do it, and (3) How I am 
going to do it? 

HOW I STUDY. 

1. Do I outline the thought of the text 
on paper as I study it? 

2- Does anything short of a complete un- 
derstanding of the topic satisfy me? 

3. Do I make use of (1) reason, (2) 
hearing, and (3) sight to fix the idea in my 
mind? 

4. Do I stop to think out illustrations 
and examples as I study? 

5. Do I swallow what I read whole or 
insist upon evidence and proof? 

6. Do I study while I study, or merely 
"spend time on my lesson"? 

7. . Do I study a subject from the point of 
view of teaching it? 

8. Do I study, crochet, talk and eat pea- 
nuts at the same time? 

9. Do I take time to think over and 
digest what I have studied? 

—30—- 



MY RECITATION. 

1 . Do I take a brief time at the beginning 
of each recitation to prepare the pupil's mind to 
receive the lesson? 

2. Do I arouse the interest and atten- 
tion of the children in the day's topic by relat- 
ing it to their lives and interests? 

3. Do I give the pupils an aim, or some- 
thing to look for, at the beginning of each reci- 
tation? 

4. Do I have a definite aim of my own to 
accomplish in each recitation? 

5. Do I teach each day as if it were my 
only chance to inspire my pupils? 

6- Is most of the recitation time spent 
giving the pupils new ideas, or in organizing 
what they know and training them in the 
efficient use of it? 

7. Do I do my work in patches from day 
to day, or have I a well worked out purpose and 
outline of the whole subject? 

8. When the class goes to sleep should I 
complain of their listlessness, or stir up the 
teacher? 

9. Do I correct errors in grammar, spell- 
ing and pronunciation as they arise? 

10. Is every class a writing class, a read- 
ing class, a spelling class, a grammar class, and 
an expression class, or is there a certain time 
of day when these things are done correctly, 
and allowed to go as they will the rest of the 
time? 

11. Do I regularly require pupils to make 
up missed work? 

12. How much waste time is there in 
my recitation? 

13. Do I call the roll by name or save 
that time by noticing what seats are vacant? 

14. Do my pupils respond immediately 
when spoken to? 

—31— 



15. Does work start at the very beginning 
of the recitation period or are there a number 
of odds and ends to take some time? 

16. Does each recitation have a purpose 
and go straight to it, or is there a tendency 
to wander and grope? 

^TY QUESTIONS. 

1 . Do I ask for a repetition of what is 
said in the text-book, or for a generalization 
from those facts? 

2. Do my questions persistently apply 
the lesson to the lives of my pupils? 

3. Are my questions thought-provoking? 

4. Do my questions call forth the origi- 
nality of tjie pupils? 

5. Do my questions follow one trunk line 
of thought and emphasize the important things 
in it? 

5. Do my questions arouse interest and 
enthusiasm? 

7. Do I call upon a pupil before asking 
a question, or do I ask my question, and, after 
the whole class have thought, call upon some 
ono to answer? 

8. Do my questions cling close to the 
topic under discussion and hold the thought 
of the class to that topic? 

9. Do I know the next best question at 
any stage of the recitation? . 

10. Do I tell an answer before the pupil's 
resourses have been exhausted? 

11. Have I fallen into the habit of re- 
peating answers, or of saying, "That's right," 
"All right," or "That's wrong," after each 
answer? 

12. Do my questions train the child to 
think, or to guess? 

—32— 



MY NOTE-BOOKS. 

1. Are the note-books kept for my bene- 
fit, or for the benefit of the pupils? 

2. Do I realize that keeping a note-book 
carefully, or slovenly, has an important moral 
influence upon the child? 

3. Do I make definite just what material 
is to be kept in the note-book? 

4. Do I require uniformity in the kind 
of note-book, whether it be kept in ink or 
pencil, etc? 

5. Do the note-books contain pictures and 
other attractive material collected by the chil- 
dren, or just their required notes? 

6. Do the children take pride in their 
note-books? 

7. Do I realize the importance of a good 
note-book as an incentive to good work and as 
an aid in drill and in review? 

8. Is the knowledge in the note-book in 
the child's head, or merely in the note-book? 

9. Are the note-books kept up to date and 
thus reinforce the recitation, or are they allowed 
to get behind until the material is stale and 
half forgotten? 

10. Is the note-book a pretty good index 
of the quality and quantity of work done by the 
pupils? 

11. Do I often find a good student with a 
poor note-book or a poor student with a good 
one? 

MY ILLUSTRATIVE MATERIAL. 

1. Am I in the habit of collecting and 
mounting pictures and post cards which are 
useful as illustrative material in history, geo- 
graphy, literature, agriculture and nature 
study? 

—33— 



2. Have I secured from various manu- 
facturers of flour, clothing, dress-goods, shoes, 
food-stuffs, farm machinery, etc., samples show- 
ing the development of those industries and the 
steps in the process of manufacture? Do I 
appreciate the value of this material in teach- 
ing the industrial side of geography and his- 
tory? 

3. Is it profitable work for the children to 
make collections of their own and assist in a 
collection for the school? 

4. Do I collect and file away for refer- 
ence the bulletins and and pamphlets pertain- 
ing to my work issued by the Bureau of Edu- 
cation, by the state university, by the state de- 
partment of education and by the various 
learned societies of the United States? 

5. Do I clip freely from newspapers and 
magazines and file these clippings for use in 
my classes? 

6. Do I take, and read, a professional 
magazine dealing with my work? 

7. Is everything I see and hear "grist 
for my mill"? 

MY USE OF THE TEXT-BOOK. 

1. Am I inclined to be a slave to the 
text-book and to make my pupils so? 

2. Do my pupils consider their prepara- 
tion of the lesson complete when they have 
learned what is said in the text-book, or do 
they regard those facts only as the material 
with which to construct their opinions and 
understanding of the whole subject, just as 
lumber, stone and plaster are not a house, but 
merely the material to be used in its construc- 
tion? 

3. Do I eliminate from the text those 
things which are not applicable and useful in 

—34— 



the community and to my children, and add 
useful things not given, or do I teach the text 
as it is without much thought of its usefulness? 

4. Do I have the text-book open before 
me during the recitation? Is this fair to the 
children? 

5. Do I regard the text-book as sufficient 
authority, or do I appeal to reason and to 
other sources? 

MY ASSIGNMENTS. 

1. Am I careful in my assignments and 
state very definitely just what is to be done, 
and how? 

2. Are my assignments made orally, or 
\\<ritten on the black-board so that a^ mis- 
understanding is impossible? 

3. Is a misunderstanding of the assign- 
ment ever allowed to pass as an excuse for not 
having a lesson? 

4. Do I outline the next lesson, showing 
the main things to be noted, or is the pupil's 
first introduction to each lesson obtained from 
him study of the text-book? 

5. Is my assignment of the next lesson 
made carefully at the beginning of the recita- 
tion or, hurriedly at the close of it? 

6. Do my assignments to supplementary 
reading state the book, the chapter, and pages, 
or is a topic given leaving pupils to 
find it where they can? 

7. Is the assignment of the next lesson 
made by topic, or by pages? 

8. Do I prepare the advance lesson be- 
fore it is assigned? 

9. Do I assign merely the amount to be 
studied for the next lesson, or do I show the 
pupils how to study it? 

—35— 



MY STUDY PERIODS. 

1. Do I have study periods when the 
whole room can study without interruption or 
annoyance? 

2. Are my pupils busy? Are they merely 
occupied, or are they working to a purpose? 

3. Do I notify the parents what lessons 
their children are expected to study at home, 
and ask their co-operation in securing regular 
and careful home study? 

4. Am I cultivating in the pupils habits of 
regular and careful study? 

5. Do I use the study period to teach the 
pupils how to study? 

6- Do I have a supply of extra work, pro- 
fitable to the student and to the school, which 
I can ask the brighter pupils to do during study 
period, after they have prepared their lessons? 

7. Do I permit lip study, frequent speak- 
ing, frequent leaving the room, or any disturb- 
ing influence, during the study periods? 

MY REVIEWS. 

1. Do I review at the end of a certain 
number of weeks, or at the end of a topic? 

2. Do I review in the same way I taught 
the subject the first time over, or do I make 
the review a new view? 

3. Am I careful to make my review a 
repetition of the thought process, not merely 
a repetition by the lips or hands? 

4. Do I review so many lesser facts that 
the main points are not made to stand out 
clearly? 

5. Do I have a short review at the close 
of every topic, in such a way that the material 
is organized in the child's mind under the topi- 
cal heading? 

6. Do my reviews make the child see the 
relation between each topic and the whole sub- 
ject? 

—36— 



MY TESTS AND EXAMIXATIOXS. 

1. Why do I give an examination? 

2. Do I give an examination for any other 
reason than to comply with requirements? 

3. Do I place too much emphasis upon 
the examinations as a final means of grading 
pupils? 

4. Do I make the examination an educa- 
tive thing in itself? 

5- Do I examine any mental faculty ex- 
cept the memory? . 

6. Do my questions emphasize the rea- 
soning power? 

7. Do I examine the child's ability to 
use what he knows? 

8. Do my questions place any premium 
upon originality? 

9. In marking the papers, do I consider 
such matters as the child's nervousness, his 
health at the time, fatigue, etc.? 

10. Is every examination a test in Eng- 
lish, in spelling, in penmanship and in neat^ 
ness, and marked accordingly? 

MY LIBRARY. 

1. Do I fail to find time to read, or do 
I read a great deal and fail to find time for 
some other things? 

2. If I should take the text-books from 
my library, would a stranger recognize my pro- 
fession from looking at the remaining books? 

3. Do I add some new and good books i:o 
my library each year? 

4. Do I measure the value of my library 
by the number of good books I have, or by the 
use obtained from them by myself and my 
friends? 

5. Have I tried giving an entertainment 
to buy books for the school? 

—37— 



6. Do I secure interest in the school 
library by giving the children a share in se- 
lecting new books? 

7- In making up my library and the school 
library, have I taken advantage of the vast 
mine of free material to be obtained on all 
subjects from the government, from the state, 
from the state university and from various 
learned societies and reform organizations of 
the United States? 

8. Are the books in the school 
library selected mainly because of the values 
of the subject matter, or for the purpose of 
making the children like books and enjoy read- 
ing them? 

9. Do I make a special effort to secure 
home reading of good books by the pupils? 

10. Do I have a plan of keeping good 
books from the school library, or from my own 
library, circulating among the pupils? 

11. Would more home reading of good 
books tend to prevent or lessen the harmful 
reading often done by pupils? 

12. AVould more home reading improve 
the pupil's English? 

Ml RESULTS. 

1. Have I educated the whole child, or 
just his mind? 

2. Have I given too much emphasis to 
what the child knows, and not enough to what 
he is and what he can do? 

3. Assuming that education should de- 
velop and train the child physically, mentally 
and morally, have I neglected any one or two 
of these phases? 

4. Have I actually imbued the child with 
high ideals until they are a part of him, or his 
he merely been exposed to them? 

—38— 



5. Do my teachings function in the lives 
ot' the children? 

6. Have I formed in the children definite 
habits of honesty, truthfulness, loyrlty, helpful- 
ness, generosity, kindness, industry, perse- 
verance, efTiciency, and regard for others? 

7. Have I trained the children to do 
things for themselves? 

8. Have I improved the children physi- 
cally, and relieved them of any physical handi- 
caps which troubled them? 

9. Have my pupils acquired habits of 
cleanliness, of sensible diet, and of sane living? 

10. Have my pupils acquired a liking for 
the things they have studied, a desire to know 
more about them and to use them? 

11. Do my pupils leave my instruction 
with a sincere desire to do a man's work, or a 
woman's work, in the world? 

12. Are my pupils better and stronger 
morally because of my influence? 

13. Do my pupils show good training in 
their habits and manners? 



-39— 



HOW TO TEACH PHONICS 

By Miss Lida Williams. Critic Teacher in the ]Sortbern 

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PUPIL'S REVIEW QUESTIONS 

Price 25 cents. Postpaid 

A pamphlet coataining the examination questions for 
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A copy should be In the hands of every teacher to assist 
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SOUTH DAKOTA, A REPUBLIC OF FRIENDS 

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rierre, S. 1>. 



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